‘해외 초·중등학교 한국어 교육과정’에서의 사회언어적 능력과 화용적 능력

이해영 ( Lee¸ Haiyoung ),이정란 ( Lee¸ Jungran ),황선영 ( Hwang¸ Sunyoung ) 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.3

The purpose of this study is to introduce the development of sociolinguistic and pragmatic competences of the Korean Curriculum for elementary and secondary schools overseas. The sociolinguistic competences and the Pragmatic Competences which had not been emphasized, were set as one category of language Competences, and developed to reveal the importance of the sociolinguistic and the Pragmatic competences in the curriculum. The sociolinguistic competences refer to the ability to use language properly socially, and the Pragmatic competences refer to the ability to use language, including discourse Competences. The sociolinguistic competences deal with sociolinguistic appropriateness, including politeness, registers, and socio-cultural implications, etc.. The pragmatic competences were composed of flexibility, turn taking, thematic development, coherence and cohesion, and fluency to present the curriculum. Unlike the existing curriculum, this curriculum is meaningful in that it focuses on language use, including the sociolinguistic competences and the pragmatic competences in the curriculum, and presents detailed competence descriptions. In addition, the curriculum will be differentiated in that it has increased applicability in the field by specifically presenting the situation of discourse suitable for Korean learners in elementary and secondary courses abroad and including Korean expressions that can be treated as educational contents. (Ewha Womans University·The Academy of Korean Studies·Soongsil University)

브라이언 프리엘의 <번역>--조지 스타이너의 <바벨이후에>와 의사소통으로서의 번역의 문제

이해영(Haiyoung Lee) 한국현대영미드라마학회 1998 현대영미드라마 Vol.- No.8

화용적 공손성과 한국어 교육

이해영 ( Haiyoung Lee ) 중국한국(조선)어교육연구학회 2021 한국(조선)어교육연구 Vol.17 No.0

Politeness in pragmatics includes not only the humbleness and courtesy that subordinates should possess toward their superiors, but also the solicitude for another, which is necessary when dealing with equals or superiors. This research studied the characteristics of pragmatic politeness, which is a different concept from the grammatical honorific system. Pragmatic politeness has a close relationship with indirection. The reason for using indirect speech act is polite, but indirect speech act is not always polite. This can be explained by cross-cultural differences, and thus shows the limits of universal politeness. Native speakers have harder time accepting pragmatic problems than grammatical errors. If learners want suitable communication in the target language, it is important to teach them the pragmatic politeness of the Korean language. Therefore, in the last chapter of this paper, politeness education methods are presented.

숙달도와 거주 경험에 따른 베트남인 한국어 학습자의 함축 이해

이해영 ( Haiyoung Lee ),정혜선 ( Jeong Hye-seon ) 연세대학교 언어연구교육원 한국어학당 2019 외국어로서의 한국어교육 Vol.55 No.-

This paper examines which types of implicatures are particularly difficult for Vietnamese Korean language learners to understand and how their proficiency and residential experiences affect the level of understanding of specific types of implicatures. Research questions for this paper are as follows: (1) Is there a difference in the understanding of implicatures between freshmen Vietnamese Korean language students with low proficiency and more fluent junior and senior students? Among various types of implicatures, in which types do we see a difference in understanding? (2) Does the existence residential experience in Korea for more fluent junior and senior students impact their understanding of implicatures? Among various types of implicatures, in which types do we see a difference in understanding? While previous implicature studies were limited to categorizing implicatures according to compliance or flouting of maxims, this paper considers the process of sentence construction and unique socio-cultural factors to investigate the students’ understanding of eight types of implicatures through sixteen questions. The results of this paper indicate that advanced proficiency raises the level of meaningful understanding of fixed conventional expressions, implied criticism and ironic expressions. Moreover, residential experience provides the sociocultural background knowledge necessary to raise the level of meaningful understanding of ironic expression, sociocultural implicature and metapragmatic implicature. (Ewha Womans University · Sogang University)

열간압연공정에서 백업롤 편심 신호 검출용 아날로그 필터

이해영(Haiyoung Lee) 한국조명·전기설비학회 2016 조명·전기설비학회논문지 Vol.30 No.10

This paper presents an analog filter with variable center frequency of extracting eccentricity signal due to backup roll problem in hot rolling process. The proposed analog filter uses only information obtained from sensors which were already installed in every hot rolling process. Such sensors are load cell of extracting rolling pressure and tachometer of measuring backup roll’s rotating speed. According to transfer function of the proposed analog filter, it is clearly proven that the proposed analog filter can extract time-varying eccentricity signal depending upon backup roll’s rotating speed. Furthermore several design equations were suggested to compute proper values of components and offers an easy design procedure.

Two Not One in Angels in America

Lee Haiyoung(이해영) 한국현대영미드라마학회 2004 현대영미드라마 Vol.17 No.1

태국인 한국어 교원 대상 바이크로너스 강의에서의 학습자 몰입도와 만족도 연구 : 실재감, 학습 전략과의 상관관계를 중심으로

이해영(Haiyoung Lee),정혜선(Hye seon Jeong) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.20

목적 본 연구에서는 실시간 쌍방향 강의와 동영상 강의가 결합된 바이크로너스 강의에서의 학습자 몰입도와 만족도를 실시간 쌍방향 강의만 진행된 경우와 비교하여 살펴보고자 한다. 방법 이를 위하여 태국의 S대학에서 온라인으로 실시된 ‘현지 한국어 교원 양성 과정’ 일부를 바이크로너스 강의로 진행되는 교과목과 실시간 쌍방향 강의로만 진행되는 교과목의 두 가지로 구분 설계하였다. 이후 참여자들을 대상으로 두 가지 유형의 강의에서 느낀 몰입도 및 만족도와 실재감을 확인하여 강의 유형에 따른 차이가 있는지 확인하고, 평소 학습 전략과의 상관성이 있는지 알아보았다. 결과 실험 결과 두 가지 온라인 강의 방식이 결합된 바이크로너스 강의에서의 몰입도가 실시간 쌍방향 강의만 진행된 경우보다 높게 나타났다. 실재감과 몰입도 및 만족도의 상관관계 분석 결과 바이크로너스 강의에서는 교수 실재감, 사회적 실재감, 인지적 실재감 모두 강의의 몰입도와 만족도와의 상관관계가 통계적으로 유의미하였다. 또한 바이크로너스 강의에서는 인지적 전략과 메타인지적 전략의 사용이 몰입도와 유의미한 상관관계에 있었으며, 인지적 전략은 만족도와도 유의미한 상관관계를 보였다. 반면 실시간 쌍방향 강의에서는 바이크로너스 강의에 비해 사회정의적 전략의 중요도가 높음을 알 수 있었다. 결론 본 연구를 통해 바이크로너스 강의에서의 실재감 제고, 특히 교수 실재감의 제고가 궁극적으로 학습에 대한 몰입도와 만족도 모두를 이끌어 낼 수 있음을 확인하였다. 또한 실시간 쌍방향으로만 진행된 강의에서 학습자들의 만족도를 이끌어내기 어려웠던 인지적, 메타인지적 학습 전략을 바이크로너스 강의 설계에서 적절하게 활용할 필요가 있음을 확인할 수 있었다 Objectives In this study, learning flow, satisfaction level, and presence of learners in bichronous lectures (a combination of asynchronous online lectures and synchronous online) and those of real-time interactive lectures were compared. In addition, this research investigated variables such as presence, learning strategy, and the correlation between learning flow and learning satisfaction. Methods This study confirms the learning flow, satisfaction level, and presence of learners in bichronous lectures and those of real-time interactive lectures by studying the participants of ‘Local Korean language teacher training course’ performed online in S University of Thailand. Results The results showed that the bichronous lectures, which is a combination of two online lecture methods, showed a higher learning flow than in a real-time interactive lecture. This study analyzed the correlation between learning flow, satisfaction level, and presence. when correlation between learning flow and learning satisfaction depending on types of presence in bichronous lectures was examined, the sub-elements of presence, such as the teaching presence, social presence, and cognitive presence, all had significant correlation with learning flow and learning satisfaction. Also, in the Bichronous lectures, cognitive and metacognitive strategies had meaningful correlation with learning flow, and cognitive strategies was significantly correlated with satisfaction. On the other hand, social justice strategies showed to be more important in real-time interactive lectures compared to bichronous lectures. Conclusions This study confirms that enhancing the presence in bichronous lectures, especially teaching presence can ultimately derive both learning flow and satisfaction. In addition, bichronous lectures need to implement the cognitive and metacognitive strategies in real-time interactive lectures where it was hard to induce satisfaction.

Timberlake Wetenbaker의 The Love of the Nightingale : 폭력과 도덕적 심판

이해영(Haiyoung Lee) 한국현대영미드라마학회 1999 현대영미드라마 Vol.- No.10

Maria Irene Fornes의 Fefu and Her Friends

이해영(Haiyoung Lee) 한국현대영미드라마학회 2000 현대영미드라마 Vol.- No.12

메타버스 활용 한국어교육에 대한 교사 인식과 교육적 적용 연구

이해영(Haiyoung Lee),정혜선(Hyeseon Jeong) 한국문화융합학회 2022 문화와 융합 Vol.44 No.6

본 연구는 메타버스 활용 한국어교육에 대한 교사 인식과 교육적 적용 관련 견해를 종합적으로 검토하고 이를통해 한국어교육에의 메타버스 적용 가능성을 탐색하는 데 궁극적인 목적이 있다. 이를 위해 메타버스 체험 여부가 향후 메타버스의 교육적 활용에 대한 인식에 미치는 영향을 감안하여 메타버스에 대한 교사 인식을 확인해 보고자 하였다. 또한 메타버스를 직접 체험해 본 교사들을 대상으로 메타버스를 한국어교육에서 어떻게 활용할 수있을지 메타버스 활용 수업의 가치와 필요성, 메타버스 에 적합한 활동 유형 및 수업 구성 방안, 메타버스 활용수업에서 예상되는 어려움과 지원 방향의 관점에서 요구를 확인해 보고자 하였다. 연구 결과 메타버스를 체험해본 교사 집단이 메타버스에 대한 이해도가 높고 유용성에 대한 인식, 효능감 면에서 통계적으로도 유의했다. 그러나 효능감이 매우 낮게 나온 미체험 집단에서도 사용 의지가 높았으며 체험 집단과 차이를 보이지 않아 흥미로웠다. 한국어 교육 현장에서 메타버스의 장점을 잘 활용하려면 역할극과 시뮬레이션, 상호작용이 있는 소그룹 학습활동과 같은 말하기 활동에 적합함을 확인할 수 있었다. 그리고 교사들이 메타버스 활용 교육의 필요성을 느끼고있다는 점을 반영하여, 향후 교원 양성, 각종 재교육 프로그램의 교과 내용에는 물론, 교원 자격 인증의 조건인학습 필요 과목 목록에도 이러한 내용이 포함되어야 할 것이다. The ultimate purpose of this study is to comprehensively review teachers’ perceptions of metaverse -based Korean language education and views related to educational application, and to explore the possibility of metaverse application to Korean education through this. For this purpose, the instructor’s perception of metaverse-based education was studied, considering effect of their prior metaverse experience. In addition, educational application of metaverse was investigated from the perspective of the value and necessity of metaverse-based education, factors to consider when planning metaverse-based education, and expected difficulties and support directions of metaverse-based education. As a result of the study, the group of instructors who had experience with metaverse had higher understanding of the metaverse and were also statistically significant in terms of perceived usefulness and sense of efficacy. However, even in the unexperienced group, which showed a very low sense of efficacy, the behavioral intention to use was high, not showing a significant difference from the experienced group. In order to fully take advantages of metaverse in Korean language education, it was confirmed that speaking activities such as role play, simulation, and small group learning activities with interaction were the most effective. Furthermore, the necessity of metaverse-based education must be included in instructors’ training and re-training programs, as well as in the required courses for instructor qualification program.